Spanish Level 2- Face-to-Face Activities

🎉 Spanish Level 2, Activity 11: Las fiestas y los eventos / Parties and Events (Face-to-Face)

Concert photo with arms and hands silhouetted against purple lights and fireworks
Photo by Wendy Wei via Pexels
Description: Students will discuss popular events and things to do in Spanish-speaking countries. They will practice accepting and rejecting invitations, with an emphasis on finding a polite way to explain why they can or cannot attend. Students will also practice discussing what they did at an event with family or friends.
Semantic Topics: Parties, events, scenarios, discussion, activities, reasons, conversations, invitations, fiestas, eventos, situationes hipotéticas, discusión, actividades, razones, conversaciones, invitaciones
Grammatical Structures: Preterite, irregular preterite, verbs that change meanings in the preterite, el pretérito, el pretérito irregular, verbos que cambian de significado en el pretérito
Products: Celebrations and parties, quinceañeras
Practices: Party traditions
Perspectives: What do people like to celebrate in other countries?

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.

Idaho State Content Standards:

  • COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • COMT 1.2 – Discuss personal preferences in activities and events both within and beyond the classroom.

NCSSFL-ACTFL Can-Do Statements:

  • I can provide a reason as to why I wasn’t able to attend an event when speaking to a friend
  • I can talk to a friend about an event I attended and what I did there
  • I can reject an invitation politely.

Materials Needed: 

Would you like to make changes to the materials? Access the template(s) below:

(Canva Template, free account required)

Warm-Up

  1. Begin by introducing the Can-Dos for today’s activity and distributing the “Materials Needed” to each student. Display the Slideshow that will prompt each section of the activity.
    Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements. 
    Hoy vamos a charlar sobre diferentes eventos divertidos en países hispanohablantes. Vamos a practicar cómo aceptar y rechazar una invitación en español. Es importante saber cómo explicar por qué no puedes asistir a un evento. También vamos a practicar como habla de lo que hicimos a un evento o en una actividad.
  2. On the slideshow, there are various images, one per slide. Students can be put into partners or this can be done as a small group. Students should come up with a reason why they weren’t able to attend an event, based on the picture on the slide.
    En cada diapositiva, hay una imagen. Ustedes necesitan practicar decir porque no asistieron a un evento basado en la imagen que ven en la diapositiva.
  3. If students need some assistance getting the discussion going, use the questions below:
    For example, if we have an image of a dentist, we would say “I couldn’t go because I had a cavity” or “I had too much pain and not enough medicine.”
    Por ejemplo, si hay una imagen de un dentista, pueden decir, “No pude ir porque tuve una cita con mi dentista.”

Main Activity

  1. Students will be in pairs, one person will have gone to the event and the other will not be able to go. Each pair will receive a folder that has an event poster on the front, on the inside, there will be a bag of items for those who did go and a bag of items for those who did not go.
    Necesitan estar en parejas. Una persona va a ir al evento y la otra persona no va a ir al evento. Van a hablar sobre el evento usando la información en las bolsas para decir qué pasó en el evento o por qué no pudiste ir. ¡Tienen que hacer preguntas!
  2. Students will use the items in the bag as conversation guides when describing what they did at the event or why they didn’t go.
     Aquí tenemos una lista del proceso. Van a leer el póster para el evento después van a abrir la carpeta. Cada persona va a elegir un lado. De acuerdo con el lado, van a abrir la bolsa de plástico con unas tarjetas. Van a usar estas tarjetas para guiar su conversación.
  3. You can use the following example to model the activity:
    Sí, yo fui
     “¿A quién conociste? ¿Qué pasó?”
       “Fui al concierto de Shakira. Fue muy divertido, conocí a Luis Fonsi.”
    Yo no fui
    “¿Por qué no pudiste ir?”
    “Tuve un gran dolor de cabeza y no pude asistir al concierto.”
  4. After students finish answering questions for each scenario, have them switch. Each student should practice reasons they can or cannot attend an event, what happened, and why.
    Después de terminan, cambiar carpetas con otro grupo y repiten la actividad. 

 

Wrap-Up

  1. Ask students the following questions to finish the lab:
  • ¿Prefieres ir a los eventos o quedarte en casa? ¿Por qué? (Do you prefer going to events or staying home? Why?)
  • ¿Te gustan más los conciertos o los museos? ¿Por qué? (Do you prefer concerts or museums? Why?)

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can provide a reason as to why I wasn’t able to attend an event when speaking to a friend
  • I can talk to a friend about an event I attended and what I did there
  • I can reject an invitation politely.

Cultural NOtes: 

How to Revise or Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in revising and remixing activities for the K-16 language classroom.

Try taking an activity to the next level by:

  • Add new content (something you’ve created or another OER source)
  • Contribute additional activity suggestions
  • Integrate authentic materials such as videos, infographics, photos, etc.
  • Suggest how to implement the activity in the classroom
  • Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)

License

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Let's Chat! Spanish Copyright © 2022 by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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